Associations between social media and cyber bullying: a review of the literature

Abstract
Cyber bullying is a significant public health concern that can lead to increased risk
of mental health issues, including psychological and developmental problems or
suicide. However, because cyber bullying is a relatively recent phenomenon, there
is a lack of agreement among researchers about the definition and prevalence of
cyber bullying as well as methods for measuring its prevalence. In this review, we
evaluate papers published between January 2013 to August 2015 that explored
cyber bullying through the medium of social media. The aims of the study are to
(I) clarify the characteristics of people involved in cyber bullying, and (II) identify
the types of instruments used to measure cyber bullying on social media. In
particular, we attempt to understand the factors underlying abuser behavior, how
abusive behavior affects the well-being of victims, and how bystanders mitigate or
contribute to the act of cyber bullying.
Link:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5344141/
Cyber bullying Victimization and Adolescent Mental Health: Evidence of
Differential Effects by Sex and Mental Health Problem Type
Abstract
The use of electronic communication technologies has become a core method for
adolescent communication. While there are many benefits to such technologies,
cyber bullying has emerged as a potential harm. This study examines the
association between cyber bullying and adolescent mental health problems and
the extent to which this association differs by sex and mental health problem
type. A clustered sample of 31,148 students in grades 6–12 (Female = 51.9%;
56.5% Caucasian, 10.2% South Asian) completed an anonymous survey asking
their frequency of exposure to traditional forms of bullying, cyber bullying, and
experiences of mental health problems over the past 6 months. Multilevel
structural equation modeling was used to examine the associations. Controlling
for age and traditional forms of bullying, cyber bullying was a significant predictor
of adolescents’ emotional and behavioral problems. Cyber bullying was more
strongly associated with emotional problems for females and with behavioral
problems for males. This evidence identifies unique adverse effects associated
with cyber bullying on both emotional and behavioral problems and sex
differences in the strength of these associations.

Link:https://www.researchgate.net/publication/316362771_Cyberbullying_Victimization_and_Adolesc
ent_Mental_Health_Evidence_of_Differential_Effects_by_Sex_and_Mental_Health_Problem_Type
The Relationship between Social Media Bullying and the Adolescent's Self
Report of Emotional Health: A Study of Urban Youth on an Acute Inpatient
Psychiatric Unit
Abstract
Bullying through social media, known as cyber bullying, is increasingly prevalent
amongst today's youth. There is little research on a wide range of internalizing
symptoms in conjunction with a measure of self-concept in relationship to cyber
bullying. This prospective research study examined the cross-sectional
relationship between cyber bullying victims in children and adolescents 10-17
years of age within an acute inpatient psychiatric unit. Participants completed
four separate measurements of anxiety and depression (the Modified Cyber
bullying Questionnaire, the Children's Depression Inventory, the Screen for Child
Anxiety Related Emotional Disorders (SCARED), and the Piers-Harris Children's Self
Concept Scale). Results: 51 subjects completed the study. Twenty-four of the 51
participants reported some form of bullying (47.1%.) Of the 24 bullied
participants, bullying via Facebook was most commonly reported (63% of bullied
participants), followed by text messaging (50% of bullied participants). The mean
total score on the Children's Depressive Inventory for the group in which social
media bullying was reported was significantly higher than those in which no
bullying was reported (14.00 (±3.56) versus 9.07 (±2.34), (p=0.020)). The mean
total score on the SCARED for the group in which social media bullying was
reported was statistically significant (26.83 (±6.52) versus 14.33 (±3.98),
(p=0.0015)). The mean total T-score on the Piers-Harris Children's Self Concept
Scale (2nd ed) for the group in which social media bullying was reported was
significant (42.75 (±5.20) versus 49.26 (±3.97), (p=0.043)). The Behavioral
Adjustment domain was the only individual domain in which statistical
significance was not achieved (bullied versus no bullied (43.18 ± 4.21 vs. 44.41 ±
3.49), p=0.61)). Results indicated significant differences between mean total
depression scores, mean total anxiety scores, and mean total T-score for the self-
concept scale. These findings indicate an association between depression,
anxiety, and self-esteem/self-concept and the presence of cyber bullying.

Link: https://www.longdom.org/open-access/the-relationship-between-social-media-bullying-and-the-
adolescents-self-report-of-emotional-health-a-study-of-urban-youth-on-an-acute-inpatient-psychiatric-
unit-2167-1044-1000186.pdf
Cyber bullying in the World of Teenagers and Social Media: A Literature Review
Abstract
Cyber bullying amongst teenagers is a major issue, due to their increased use of
social media. Previous literature surveys have not covered in detail cyber bullying
studies in 2014 and cyber bullying risk factors. This literature review explores
cyber bullying research areas, such as the use of social media by teenagers,
themes from cyber bullying studies carried out since 2012, cyber bullying risk
factors and how teenagers deal with cyber bullying incidents. Current cyber
bullying studies highlighted issues such as the high volume of cyber bullying
incidents in school, increased personal information disclosure on social media,
peer influences and the safety of the school environment for both bully and
victim. Studies focusing on cyber bullying risk factors raised debates on factors
such as whether males or females are most likely to be victims/cyber bullies.
Tackling cyber bullying requires awareness, education for actors involved in cyber
bullying, development of software to detect cyber bullying and including actors in
the monitoring of cyber bullying.

Link:https://www.researchgate.net/publication/304536995_Cyberbullying_in_the_World_of_Teenager
s_and_Social_Media_A_Literature_Review

Cyber bullying: A Review of the Literature

Conclusions
The virtual world combines intimacy and distance in a unique way that raises new
questions about young people’s social and personal development (Cowie &
Colliety, 2010). A case can be made for some degree of censorship, but it also
must acknowledge the need for educators to provide children and young people
with the skill to manage risk effectively, to know how to protect themselves and
to support vulnerable peers who are being mistreated online. In other words,
while sanctions will always have a place, these will not be effective without the
counteracting force of working with the emotions that are at the heart of all
people’s social interactions. Being connected online to a community is an
essential part of young people’s social reality. Its importance cannot be
underestimated as a significant aspect of all young people’s daily activity. A
majority of states have enacted some kind of legislation to combat bullying and
more recently cyber bullying. A growing number of community and school leaders
recognize the importance of developing policies and implementing programs
designed to address these acts as well as the norms and social values of students.
All students must be taught ways to respond appropriately to cyber bullying and
potential bullies must recognize there are serious consequences associated with
such behavior, including school discipline, litigation, and criminal prosecution
(Beale & Hall, 2007). Until more is known about proven effective ways to combat
bullying, care must be taken to monitor the outcomes of current practices to help
ensure that they result in the desired effects (Snakenborg, Van Acker, & Gable,
2011). As we have seen, researchers indicate the importance of distinguishing
between minor and serious incidents of cyber bullying. Probably most of the
minor instances can be tackled routinely before they escalate into something
more serious. The research also shows that cyber bullying is often an extension of
real-world bullying with some young people, such as bully-victims, being
especially at risk. While it is tempting to think that tighter regulation and stricter
sanctions will have an impact on rates of cyber bullying, it may be more
productive to work holistically with the relationships in the peer group and at
school in order to develop heightened awareness of the consequences of cyber
bullying as well as empathy towards those who are badly affected. In conclusion,
Rivers and Noret (2009) point out, virtual interactions should not be considered
fantasy since they are real to the young people engaged with them. We need to
understand more about the communities in which these interactions take place.

Link: https://files.eric.ed.gov/fulltext/EJ1053975.pdf